Effectiveness of EFL course in improving student nurses’ achievement

Abstract

The found that a blueprint electronic effects on Abstract Assessing the effectiveness of EFL courses for student nurses is necessary to inform student achievement and provide feedback to the educational process in order to take relating proper decisions. However, the EFL course for the student nurses at the Ministry of Health and Population has not been assessed in terms of students’ achievement in EFL as represented in the five course components of writing, grammar, reading, health-related/ESP vocabulary, and translation. The aim of the study was to cover this shortage by assessing the effectiveness of the course in students’ achievement in the above components and students’ attitudes towards the course. The study adopted a quasi-experimental approach and had one group pre-posttest design. The sample comprised 30 final year student nurses enrolled at the five-year study Technical Tumour Institute in Ismailia. The instruments included a pre-posttest and a course evaluation form. Results indicated that the students’ achievement in the five course areas/components above was proven high by students’ statistically significant difference in pre-posttest mean scores at the 0.05 statistically practical significance level. Two components have improved better than the others, i.e. reading and translation. The student nurses’ views showed that they were slightly satisfied about the course, but desired that the ESP component should be increased and a communicative component to be added. Recommendations included incorporating listening and speaking activities, language functions related to the students’ future work setting, and more genres needed in life, such as email, note-taking, and report writing. Additionally, increasing the portion of ESP content into the course was suggested.